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Gilynn Cromartie

Week 5: 9/29/14-10/3/14

Theme: All About Me


Objectives:
1) Morning Meeting:
Learners will respond to messages indicating their application of knowledge.
Monday: Are we human beings or animals? (CCLS- #1 Approaches to Learning; CCLS#5 Cognition and Knowledge of the World: Social Studies and Science)
Tuesday: What are two things that make you unique? (CCLS- #1 Approaches to
Learning; CCLS- #5 Cognition and Knowledge of the World: Social Studies and Science)
Wednesday: What is the human body covered by? (CCLS- #1 Approaches to Learning;
CCLS- #5 Cognition and Knowledge of the World: Social Studies and Science)
Thursday: Can you point to your knee? Lips? Shoulder? (CCLS- #1 Approaches to
Learning; CCLS- #5 Cognition and Knowledge of the World: Social Studies and Science)
Friday: Are all people humans? (CCLS- #1 Approaches to Learning; CCLS- #5
Cognition and Knowledge of the World: Social Studies and Science)

*Refer to NYS Common Core: ELA & Literacy


Curriculum- All About Me*
-Monday (Day 1): Describe themselves and their appearance, giving at least 2 details
(eye/hair color); state 2 things that make them unique; state that all people are human
beings
-Tuesday (Day 2): Describe themselves and their appearance, giving at least 2 details
(eye/hair color); state 2 things that make them unique; state that all people are human
beings
-Wednesday (Day 3): The outside of the human body is covered by skin; describe their
own shade of skin
-Thursday (Day 4): Point to and name: ankle, arm, back, body, chest, cheek, chin, ear,
elbow, eye, eyebrow, eyelash, face, finger, foot, forehead, hair, hand, heel, hip, knee, leg,
lips, mouth, nail, neck, nose, shoulder, teeth, toe, waist, wrist; describe two ways our
body parts help us move (knees help us jump, elbows help is bed our arms); state that the
heart and lungs are parts hidden inside the body
-Friday (Day 5): Point to and name: ankle, arm, back, body, chest, cheek, chin, ear,
elbow, eye, eyebrow, eyelash, face, finger, foot, forehead, hair, hand, heel, hip, knee, leg,
lips, mouth, nail, neck, nose, shoulder, teeth, toe, waist, wrist; describe two ways our
body parts help us move (knees help us jump, elbows help is bed our arms); state that the
heart and lungs are parts hidden inside the body

2) Experiential Learning Centers:


Indoor Park
-Move Your Body Game: students will move their body to the chant- I can stretch, I can
bend, I can wave to a friend. I jump so high, I crouch so low, I tap the floor with my toe. I
cross my arms and breathe in deep, I plant my body with my feet. (CCLS- #2 Physical
Development and Health; CCLS- #3 Social and Emotional Development; CCLS- #5
Cognition and Knowledge of the World: Social Studies and Science)
-Favorite Color Races: students will state their favorite color and those that choose the
same color will all race and find an item of that color in the pile (CCLS- #2 Physical
Development and Health; CCLS- #3 Social and Emotional Development; CCLS- #5
Cognition and Knowledge of the World: Social Studies and Science)
Exploration
-Mystery Sound Box: students will identify hidden objects that make different sounds
(CCLS- #3 Social and Emotional Development; CCLS- #5 Cognition and Knowledge of
the World: Science)
Village
-Mat Man/All About Me Interview: students will learn about Mat Man to understand
ho to draw a human body correctly; students will answer questions about themselves
(CCLS- #1 Approaches to Learning; CCLS- #3 Social and Emotional Development; #5
Cognition and Knowledge of the World: Science)
Tech
-Labeling Body Parts: students will use the Mimio to match body parts on the human
body (CCLS- #2 Physical Development and Health; CCLS- #3 Social and Emotional
Development; CCLS- #5 Cognition and Knowledge of the World: Science and
Technology)
3) Play Centers:
Family/Kitchen
-Dramatic play and cooking: engaging in the kitchen center to cook and prepare food
for one another (CCLS- #1 Approaches to Learning; CCLS- #3 Social and Emotional
Development; CCLS- #4 Communication Language and Literacy: Approaches to
Communication)
Doctors Office
-engaging in dramatic play to simulate a doctors office as they reference appropriate
language (CCLS- #1 Approaches to Learning; CCLS- #2 Physical Development and
Health; CCLS- #3 Social and Emotional Development; CCLS- #4 Communication
Language and Literacy: Approaches to Communication)
Blocks
-Building: engaging in the block center to build using different shaped blocks (CCLS#1 Approaches to Learning; CCLS- #3 Social and Emotional Development; CCLS- #4
Communication Language and Literacy: Approaches to Communication)

Puzzles/Games
-Working together to reach a common goal of putting a puzzle together or playing a game
(CCLS- #1 Approaches to Learning; CCLS- #3 Social and Emotional Development;
CCLS- #4 Communication Language and Literacy: Approaches to Communication)
Computers
-Starfall (www.starfall.com): recognizing letters weve learned and their sounds (CCLS#4 Communication Language and Literacy: English Language Arts and LiteracyReading Standards: Foundational Skills; #5 Cognition and Knowledge of the World:
Technology)
Art
-Self Portrait Project: students will create a representation of themselves using art
materials to show how we are all different (CCLS- #1 Approaches to Learning; CCLS#3 Social and Emotional Development; CCLS- #4 Communication Language and
Literacy: English Language Arts and Literacy- Reading Standards: Foundational Skills;
CCLS- #5 Cognition and Knowledge of the World: Mathematics, Social Studies, and The
Arts)
-Mirror: students will create a mirror and learn that when we look in the mirror we can
see how we all have some of the same body parts, but still look different (CCLS- #1
Approaches to Learning; CCLS- #3 Social and Emotional Development; CCLS- #4
Communication Language and Literacy: English Language Arts and Literacy- Reading
Standards: Foundational Skills; CCLS- #5 Cognition and Knowledge of the World:
Mathematics, Social Studies, and The Arts)
-Popsicle Stick Picture Frame: students will create a picture frame and understand that
a photograph goes inside of a picture frame (CCLS- #1 Approaches to Learning; CCLS#3 Social and Emotional Development; CCLS- #4 Communication Language and
Literacy: English Language Arts and Literacy- Reading Standards: Foundational Skills;
CCLS- #5 Cognition and Knowledge of the World: Mathematics, Social Studies, and The
Arts)
Fine Motor
-Scissors (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
-Tongs (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
-Play-Doh (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
4) Teacher Centers:
Art
-Ff is for frog: understanding that the word frog begins with the letter Ff (CCLS#4 Communication Language and Literacy: English Language Arts and LiteracyReading Standards: Foundational Skills; #5 Cognition and Knowledge of the World:
Science and The Arts)

-On the spot assessment: Have the students see a frog and distinguish what letter it
begins with among other letter choices.
-Ff is for feather: understanding that the word feather begins with the letter Ff
(CCLS- #4 Communication Language and Literacy: English Language Arts and
Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of the
World: Science and The Arts)
-On the spot assessment: Have the students see a feather and distinguish what letter it
begins with among other letter choices.
-Ff is for fish (handprint): understanding that the word fish begins with the letter
Ff (CCLS- #4 Communication Language and Literacy: English Language Arts and
Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of the
World: Science and The Arts)
-On the spot assessment: Have the students see a set of pictures and circle the ones that
has the /f/ sound in the beginning.
Math
-Arrange and count up to 3 objects in scattered and linear configurations (Module
1: Topic C- Lesson 9):
CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Arrange and count up to 3 objects in scattered and linear configurations (Module
1: Topic C- Lesson 10): CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Arrange and count up to 3 objects to play a game (Module 1: Topic C- Lesson 11):
CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Match the numerals 1, 2, and 3 to quantities (Module 1: Topic D- Lesson 12):
CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Make a group of up to 3 objects and match the numeral (Module 1: Topic DLesson 13): CCLS- #5 Cognition and Knowledge of the World: Mathematics
5) Home Learning Opportunity Connections:
Newsletters
-Scholastic book order forms
-A weekly newsletter is sent home discussing what we will be learning in the upcoming
week and what we have learned in the past week; suggestions for working with their
child at home are also included.
-The classroom website is updated weekly with photographs of student work and the
weekly newsletter.